The Impacts on College Enrollment of a Charter Network Serving Disadvantaged Students: Evidence From KIPP Middle School Lotteries

IF 1.7 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research on Educational Effectiveness Pub Date : 2022-04-26 DOI:10.1080/19345747.2022.2049406

Ira Nichols-Barrer, Marilyn J. Bartlett, Thomas Coen, Phil Gleason

{"title":"The Impacts on College Enrollment of a Charter Network Serving Disadvantaged Students: Evidence From KIPP Middle School Lotteries","authors":"Ira Nichols-Barrer, Marilyn J. Bartlett, Thomas Coen, Phil Gleason","doi":"10.1080/19345747.2022.2049406","DOIUrl":null,"url":null,"abstract":"Abstract Recent studies of charter school effectiveness have questioned whether charter school networks can produce a lasting impact on students’ long-term outcomes. Our study is the first to examine this issue at the network of Knowledge is Power Program (KIPP) schools, which primarily serve disadvantaged students of color and constitute the nation’s largest charter school network. Using admission lotteries as a random assignment instrument, we estimate the impacts of 13 KIPP middle schools on college enrollment and persistence in college over the first two postsecondary years. Building on prior studies of KIPP that show KIPP middle schools have strong positive effects on middle school achievement, we find that KIPP middle schools also positively affect rates of enrollment in 4-year college programs. The magnitude of the estimated impact of a middle school admission offer (6.9%) and enrollment at a KIPP school (12.9%) is substantial relative to nationwide disparities in college enrollment across racial groups.","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":null,"pages":null},"PeriodicalIF":1.7000,"publicationDate":"2022-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Research on Educational Effectiveness","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/19345747.2022.2049406","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

Abstract Recent studies of charter school effectiveness have questioned whether charter school networks can produce a lasting impact on students’ long-term outcomes. Our study is the first to examine this issue at the network of Knowledge is Power Program (KIPP) schools, which primarily serve disadvantaged students of color and constitute the nation’s largest charter school network. Using admission lotteries as a random assignment instrument, we estimate the impacts of 13 KIPP middle schools on college enrollment and persistence in college over the first two postsecondary years. Building on prior studies of KIPP that show KIPP middle schools have strong positive effects on middle school achievement, we find that KIPP middle schools also positively affect rates of enrollment in 4-year college programs. The magnitude of the estimated impact of a middle school admission offer (6.9%) and enrollment at a KIPP school (12.9%) is substantial relative to nationwide disparities in college enrollment across racial groups.

查看原文本刊更多论文

为弱势学生服务的特许网络对大学招生的影响——来自KIPP中学彩票的证据

摘要最近关于特许学校有效性的研究质疑特许学校网络是否能对学生的长期成绩产生持久影响。我们的研究是第一次在知识即力量计划（KIPP）学校网络中研究这一问题，该计划主要为弱势有色人种学生服务，构成了美国最大的特许学校网络。使用录取彩票作为随机分配工具，我们估计了13所KIPP中学在中学后的前两年对大学入学率和大学持续性的影响。在先前对KIPP的研究表明KIPP中学对中学成绩有很强的积极影响的基础上，我们发现KIPP中学也对四年制大学的入学率有积极影响。相对于全国不同种族群体的大学入学率差异，中学入学率（6.9%）和KIPP学校入学率（12.9%）的估计影响是巨大的。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Journal of Research on Educational Effectiveness EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.00

自引率

11.10%

发文量

期刊介绍： As the flagship publication for the Society for Research on Educational Effectiveness, the Journal of Research on Educational Effectiveness (JREE) publishes original articles from the multidisciplinary community of researchers who are committed to applying principles of scientific inquiry to the study of educational problems. Articles published in JREE should advance our knowledge of factors important for educational success and/or improve our ability to conduct further disciplined studies of pressing educational problems. JREE welcomes manuscripts that fit into one of the following categories: (1) intervention, evaluation, and policy studies; (2) theory, contexts, and mechanisms; and (3) methodological studies. The first category includes studies that focus on process and implementation and seek to demonstrate causal claims in educational research. The second category includes meta-analyses and syntheses, descriptive studies that illuminate educational conditions and contexts, and studies that rigorously investigate education processes and mechanism. The third category includes studies that advance our understanding of theoretical and technical features of measurement and research design and describe advances in data analysis and data modeling. To establish a stronger connection between scientific evidence and educational practice, studies submitted to JREE should focus on pressing problems found in classrooms and schools. Studies that help advance our understanding and demonstrate effectiveness related to challenges in reading, mathematics education, and science education are especially welcome as are studies related to cognitive functions, social processes, organizational factors, and cultural features that mediate and/or moderate critical educational outcomes. On occasion, invited responses to JREE articles and rejoinders to those responses will be included in an issue.